Establishment of Organizational Conditions for the Individualization of Learning of Academically Unsuccessful Pupils as Management Task

The work focuses on the problem of academic failure of secondary school students and the search for opportunities to overcome it by creating organizational conditions for individualization of learning. In the course of our research, we study the opinions and attitudes, the experience of representatives of the school administration on the use of individualization strategies and practices to overcome school failure. The schools selected as the object of the study were those that left the list of schools with low educational results as a result of participation in the federal program "500+". This project is aimed at methodological and resource support for educational organizations that, based on the results of the VPR, OGE, USE, were included in the list of schools with low educational results. We proceed from the fact that it is in these schools that individualization practices can be implemented, which have allowed educational organizations to improve the quality of their results. The study was conducted using high–quality design - semi-formal interviews with representatives of the school administration who left the list of SHNRS. The sample included schools in the Belgorod region, which at the beginning of participation (2021 and 2022) in the 500+ project had a risk of "a high proportion of students with risks of school failure." In our sample, there are 9 representatives of the administration – principals and head teachers who ensure participation in the 500+ project . The interview is aimed at clarifying the respondents' views on effective strategies for individualizing learning aimed at overcoming academic failure. The collected interviews were studied by the method of content analysis based on the methodology of A. Strauss and J. Corbin. The categories "academic failure", "academic failure", "causes of academic failure", "individualization of learning", "additional classes", "individual routes", "mentoring practices", "support for specialized specialists" were identified.